Advances in Intelligent Systems and Computing, 2018
Field-based Experiential Education has been used in higher education for decades in the form of i... more Field-based Experiential Education has been used in higher education for decades in the form of internships, service-learning, etc. However not all students are in a position to take advantage of these opportunities. Classroom-based experiential learning activities offer students another way to deepen their learning. However, these activities need to be carefully designed, aligned to the course learning objectives and assessments, and include a meaningful reflective component. The purpose of this study is to identify examples of classroom-based experiential learning across disciplines. The first part of the study includes a search of the experiential education literature. Next steps will include semi-structured interviews and document analysis with professors who are willing to share their successful plans with colleagues. Ultimately the information gathered from the literature and interviews will be placed in a repository as a resource for faculty members.
2011 14th International Conference on Interactive Collaborative Learning
Outcomes-based assessment is increasingly being used in the accreditation of professional program... more Outcomes-based assessment is increasingly being used in the accreditation of professional programs. This change in approach to accreditation provides an opportunity for universities to improve their programs. However, the need for additional documented evidence puts a burden on instructional faculty and administrators. Computer-assisted assessment systems can greatly aid in demonstrating compliance, increasing collaboration among teaching faculty, and improving the educational experience for instructors and students. This paper will describe a pilot project currently underway in a Faculty of Engineering that is using eLumen, a web-based system to manage outcomes-based assessment and facilitate program improvement.
2012 15th International Conference on Interactive Collaborative Learning (ICL)
The recent shift to outcomes based accreditation in Canadian engineering undergraduate education ... more The recent shift to outcomes based accreditation in Canadian engineering undergraduate education has introduced challenges in assessing student learning. The Terenzini-Reason Comprehensive Outcomes model provides the framework for organizing the assessment plan at one university. In particular, the use of eLumen™ outcomes management software to facilitate data collection and analysis of learning outcomes in a collaborative manner will be described.
Cross-border education is increasing. While this helps meet the growing demand for higher educati... more Cross-border education is increasing. While this helps meet the growing demand for higher education, it also raises a host of other issues related to the cultural aspects of learning and teaching, especially in an online environment. Researchers are beginning to address some of these issues but many questions have not been satisfactorily answered. A systematic review, such as those that have been conducted in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a global context.
Online educators are being faced with increasingly heterogeneous student populations. Researchers... more Online educators are being faced with increasingly heterogeneous student populations. Researchers and practitioners are concerned that learners studying in a culture other than their own may be at an unnecessary disadvantage for a variety of reasons including but not limited to: difficulties in studying in a second or foreign language, different communication styles, coming from a another tradition of academic discourse, and differing expectations of student and teacher roles. However, the literature to date has been mostly descriptive and anecdotal. Of note, there is a lack of larger sample-size studies with sufficient power and control of extraneous variables, to identify the effects of cultural dimensions. This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the ...
The impact of ever-increasing numbers of online courses on the demographic composition of classes... more The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses? We will attempt to answer some of these questions by first exploring the concepts of culture and learning cultures. This will help us to characterize the impact on online learning of particular cultural dimensions. We will then present and discuss different online instructional design models that are culturally inclusive, and conclude with the description of a mediated instructional training module on the management of the cultural dimension of online teaching and learning. This module is mainly addressed to teachers and designers of online courses. (Contains 12 endnotes, 2 figures, and 3 tables.)
Online educators are being faced with increasingly heterogeneous student populations. Researchers... more Online educators are being faced with increasingly heterogeneous student populations. Researchers and practitioners are concerned that learners studying in a culture other than their own may be at an unnecessary disadvantage for a variety of reasons including but not limited to: difficulties in studying in a second or foreign language, different communication styles, coming from a another tradition of academic discourse, and differing expectations of student and teacher roles. However, the literature to date has been mostly descriptive and anecdotal. Of note, there is a lack of larger sample-size studies with sufficient power and control of extraneous variables, to identify the effects of cultural dimensions.
This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the usefulness of current theories regarding the influence of culturally related factors in online learning. A large scale cross-sectional survey was conducted with participants from a large multinational non-governmental agency. This study will help close the gap in the research literature. Specifically it attempts to confirm, clarify and extend our current understanding of the differential appeal of three e-learning designs (e-training, problem-based learning, and virtual classroom) to adult professional in-service learners related to their diverse national and disciplinary cultural backgrounds. This study also includes other variables that might be more significant than, or might mediate the effects of cultural effects. Furthermore, the survey sheds some light on which theoretical cultural characteristics/dimensions seem to account for such observed differential perceptions of the three modes of e-learning.
Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL, 2015
The flipped classroom is a pedagogical model whereby the typical lecture and homework components ... more The flipped classroom is a pedagogical model whereby the typical lecture and homework components of a course are reversed. Currently, limited research exists on the impact of the flipped classroom model in engineering education. The purpose of this paper is to identify empirical studies that have investigated the impact of using a flipped classroom model in engineering education with respect to anticipated benefits such as increased student learning and course satisfaction, and under which conditions or context were such gains observed. A preliminary analysis of the empirical studies suggests that positive gains in conceptual understanding, increased student retention, and satisfaction in the flipped classroom are being reported, but the context and instructional design of the course are important factors in these gains.
The growing emphasis on lifelong learning, the change to knowledge-based economies, and specializ... more The growing emphasis on lifelong learning, the change to knowledge-based economies, and specialization within many professions has led to the demand for targeted education and training from a widely dispersed and diverse body of learners. The purpose of this literature review is to conduct a thorough review of the theoretical and empirical work that has been conducted on issues of culture and learning in global e-learning settings and published in the last 6 years.
The recent shift to outcomes based accreditation in Canadian engineering undergraduate education ... more The recent shift to outcomes based accreditation in Canadian engineering undergraduate education has introduced challenges in assessing student learning. The Terenzini-Reason Comprehensive Outcomes model provides the framework for organizing the assessment plan at one university. In particular, the use of eLumen™ outcomes management software to facilitate data collection and analysis of learning outcomes in a collaborative manner will be described.
The impact of ever-increasing numbers of online courses on the demographic composition of classes... more The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses?
Outcomes-based assessment is increasingly being used in the accreditation of professional program... more Outcomes-based assessment is increasingly being used in the accreditation of professional programs. This change in approach to accreditation provides an opportunity for universities to improve their programs. However, the need for additional documented evidence puts a burden on instructional faculty and administrators. Computer-assisted assessment systems can greatly aid in demonstrating compliance, increasing collaboration among teaching faculty, and improving the educational experience for instructors and students. This paper will describe a pilot project currently underway in a Faculty of Engineering that is using eLumen, a web-based system to manage outcomes-based assessment and facilitate program improvement.
Cross-border education is increasing. While this helps meet the growing demand for higher educati... more Cross-border education is increasing. While this helps meet the growing demand for higher education, it also raises a host of other issues related to the cultural aspects of learning and teaching, especially in an online environment. Researchers are beginning to address some of these issues but many questions have not been satisfactorily answered. A systematic review, such as those that have been conducted
in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a
global context.
Global education in a global world means increased professional mobility. An important source of ... more Global education in a global world means increased professional mobility. An important source of new professors in Canada is new immigrants, but an academic career in a Canadian post-secondary institution can be very challenging for internationally trained faculty, limiting their potential and reducing their willingness to persist. The goal of the project presented in this study was to explore the issues, challenges, and barriers to success for international faculty in Canadian post-secondary institutions, and to develop an online professional development module offering resources and hands-on tools and activities to all members of the academic community willing to create and reinforce an inclusive academic environment. Funding for this project was provided by the Ontario Ministry of Citizenship and Immigration as part of the Bridge training programs to help internationally trained professionals get the skills and knowledge they need to practice in Ontario.
L’impact de la multiplication des cours en ligne sur la composition démographique des classes amè... more L’impact de la multiplication des cours en ligne sur la composition démographique des classes amène les notions de diversité et de multiculturalité au cœur des préoccupations curriculaires. Dans ce contexte, beaucoup d’enseignants insistent sur l’importance de la prise en compte de la notion d’interculturalité dans la conception des cours en ligne et le choix des outils technologiques. Cet article présente les résultats d’une importante revue de la littérature scientifique sur la problématique de l’interculturalité dans un enseignement en ligne, ainsi qu’un module de formation pédagogique médiatisée sur la gestion de la dimension culturelle dans la conception de cours en ligne, au sein d’un projet financé par une bourse de l’Agence universitaire de la Francophonie.
Advances in Intelligent Systems and Computing, 2018
Field-based Experiential Education has been used in higher education for decades in the form of i... more Field-based Experiential Education has been used in higher education for decades in the form of internships, service-learning, etc. However not all students are in a position to take advantage of these opportunities. Classroom-based experiential learning activities offer students another way to deepen their learning. However, these activities need to be carefully designed, aligned to the course learning objectives and assessments, and include a meaningful reflective component. The purpose of this study is to identify examples of classroom-based experiential learning across disciplines. The first part of the study includes a search of the experiential education literature. Next steps will include semi-structured interviews and document analysis with professors who are willing to share their successful plans with colleagues. Ultimately the information gathered from the literature and interviews will be placed in a repository as a resource for faculty members.
2011 14th International Conference on Interactive Collaborative Learning
Outcomes-based assessment is increasingly being used in the accreditation of professional program... more Outcomes-based assessment is increasingly being used in the accreditation of professional programs. This change in approach to accreditation provides an opportunity for universities to improve their programs. However, the need for additional documented evidence puts a burden on instructional faculty and administrators. Computer-assisted assessment systems can greatly aid in demonstrating compliance, increasing collaboration among teaching faculty, and improving the educational experience for instructors and students. This paper will describe a pilot project currently underway in a Faculty of Engineering that is using eLumen, a web-based system to manage outcomes-based assessment and facilitate program improvement.
2012 15th International Conference on Interactive Collaborative Learning (ICL)
The recent shift to outcomes based accreditation in Canadian engineering undergraduate education ... more The recent shift to outcomes based accreditation in Canadian engineering undergraduate education has introduced challenges in assessing student learning. The Terenzini-Reason Comprehensive Outcomes model provides the framework for organizing the assessment plan at one university. In particular, the use of eLumen™ outcomes management software to facilitate data collection and analysis of learning outcomes in a collaborative manner will be described.
Cross-border education is increasing. While this helps meet the growing demand for higher educati... more Cross-border education is increasing. While this helps meet the growing demand for higher education, it also raises a host of other issues related to the cultural aspects of learning and teaching, especially in an online environment. Researchers are beginning to address some of these issues but many questions have not been satisfactorily answered. A systematic review, such as those that have been conducted in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a global context.
Online educators are being faced with increasingly heterogeneous student populations. Researchers... more Online educators are being faced with increasingly heterogeneous student populations. Researchers and practitioners are concerned that learners studying in a culture other than their own may be at an unnecessary disadvantage for a variety of reasons including but not limited to: difficulties in studying in a second or foreign language, different communication styles, coming from a another tradition of academic discourse, and differing expectations of student and teacher roles. However, the literature to date has been mostly descriptive and anecdotal. Of note, there is a lack of larger sample-size studies with sufficient power and control of extraneous variables, to identify the effects of cultural dimensions. This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the ...
The impact of ever-increasing numbers of online courses on the demographic composition of classes... more The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses? We will attempt to answer some of these questions by first exploring the concepts of culture and learning cultures. This will help us to characterize the impact on online learning of particular cultural dimensions. We will then present and discuss different online instructional design models that are culturally inclusive, and conclude with the description of a mediated instructional training module on the management of the cultural dimension of online teaching and learning. This module is mainly addressed to teachers and designers of online courses. (Contains 12 endnotes, 2 figures, and 3 tables.)
Online educators are being faced with increasingly heterogeneous student populations. Researchers... more Online educators are being faced with increasingly heterogeneous student populations. Researchers and practitioners are concerned that learners studying in a culture other than their own may be at an unnecessary disadvantage for a variety of reasons including but not limited to: difficulties in studying in a second or foreign language, different communication styles, coming from a another tradition of academic discourse, and differing expectations of student and teacher roles. However, the literature to date has been mostly descriptive and anecdotal. Of note, there is a lack of larger sample-size studies with sufficient power and control of extraneous variables, to identify the effects of cultural dimensions.
This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the usefulness of current theories regarding the influence of culturally related factors in online learning. A large scale cross-sectional survey was conducted with participants from a large multinational non-governmental agency. This study will help close the gap in the research literature. Specifically it attempts to confirm, clarify and extend our current understanding of the differential appeal of three e-learning designs (e-training, problem-based learning, and virtual classroom) to adult professional in-service learners related to their diverse national and disciplinary cultural backgrounds. This study also includes other variables that might be more significant than, or might mediate the effects of cultural effects. Furthermore, the survey sheds some light on which theoretical cultural characteristics/dimensions seem to account for such observed differential perceptions of the three modes of e-learning.
Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL, 2015
The flipped classroom is a pedagogical model whereby the typical lecture and homework components ... more The flipped classroom is a pedagogical model whereby the typical lecture and homework components of a course are reversed. Currently, limited research exists on the impact of the flipped classroom model in engineering education. The purpose of this paper is to identify empirical studies that have investigated the impact of using a flipped classroom model in engineering education with respect to anticipated benefits such as increased student learning and course satisfaction, and under which conditions or context were such gains observed. A preliminary analysis of the empirical studies suggests that positive gains in conceptual understanding, increased student retention, and satisfaction in the flipped classroom are being reported, but the context and instructional design of the course are important factors in these gains.
The growing emphasis on lifelong learning, the change to knowledge-based economies, and specializ... more The growing emphasis on lifelong learning, the change to knowledge-based economies, and specialization within many professions has led to the demand for targeted education and training from a widely dispersed and diverse body of learners. The purpose of this literature review is to conduct a thorough review of the theoretical and empirical work that has been conducted on issues of culture and learning in global e-learning settings and published in the last 6 years.
The recent shift to outcomes based accreditation in Canadian engineering undergraduate education ... more The recent shift to outcomes based accreditation in Canadian engineering undergraduate education has introduced challenges in assessing student learning. The Terenzini-Reason Comprehensive Outcomes model provides the framework for organizing the assessment plan at one university. In particular, the use of eLumen™ outcomes management software to facilitate data collection and analysis of learning outcomes in a collaborative manner will be described.
The impact of ever-increasing numbers of online courses on the demographic composition of classes... more The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses?
Outcomes-based assessment is increasingly being used in the accreditation of professional program... more Outcomes-based assessment is increasingly being used in the accreditation of professional programs. This change in approach to accreditation provides an opportunity for universities to improve their programs. However, the need for additional documented evidence puts a burden on instructional faculty and administrators. Computer-assisted assessment systems can greatly aid in demonstrating compliance, increasing collaboration among teaching faculty, and improving the educational experience for instructors and students. This paper will describe a pilot project currently underway in a Faculty of Engineering that is using eLumen, a web-based system to manage outcomes-based assessment and facilitate program improvement.
Cross-border education is increasing. While this helps meet the growing demand for higher educati... more Cross-border education is increasing. While this helps meet the growing demand for higher education, it also raises a host of other issues related to the cultural aspects of learning and teaching, especially in an online environment. Researchers are beginning to address some of these issues but many questions have not been satisfactorily answered. A systematic review, such as those that have been conducted
in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a
global context.
Global education in a global world means increased professional mobility. An important source of ... more Global education in a global world means increased professional mobility. An important source of new professors in Canada is new immigrants, but an academic career in a Canadian post-secondary institution can be very challenging for internationally trained faculty, limiting their potential and reducing their willingness to persist. The goal of the project presented in this study was to explore the issues, challenges, and barriers to success for international faculty in Canadian post-secondary institutions, and to develop an online professional development module offering resources and hands-on tools and activities to all members of the academic community willing to create and reinforce an inclusive academic environment. Funding for this project was provided by the Ontario Ministry of Citizenship and Immigration as part of the Bridge training programs to help internationally trained professionals get the skills and knowledge they need to practice in Ontario.
L’impact de la multiplication des cours en ligne sur la composition démographique des classes amè... more L’impact de la multiplication des cours en ligne sur la composition démographique des classes amène les notions de diversité et de multiculturalité au cœur des préoccupations curriculaires. Dans ce contexte, beaucoup d’enseignants insistent sur l’importance de la prise en compte de la notion d’interculturalité dans la conception des cours en ligne et le choix des outils technologiques. Cet article présente les résultats d’une importante revue de la littérature scientifique sur la problématique de l’interculturalité dans un enseignement en ligne, ainsi qu’un module de formation pédagogique médiatisée sur la gestion de la dimension culturelle dans la conception de cours en ligne, au sein d’un projet financé par une bourse de l’Agence universitaire de la Francophonie.
Dana Craig, Barbara Kerr
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From Tweed to Twitter: popular media and academia
This presentation wi... more Dana Craig, Barbara Kerr - From Tweed to Twitter: popular media and academia This presentation will look at the evolution of the academic professors’ image in popular media with an emphasis on Hollywood movies. We will examine the journey of the scholar’s persona through the last few decades in popular media and we will also explore the possible reasons for the widespread depictions. Through discussion with the audience, we will explore some questions such as “what does this image mean for academia and does it matter?” and “can or should this image be managed?”. This session will motivate the audience to think about today’s prevalence and power of popular media and the ability of academia to change public opinion
The growing emphasis on lifelong learning, the change to knowledge-based economies, and specializ... more The growing emphasis on lifelong learning, the change to knowledge-based economies, and specialization within many professions has led to the demand for targeted education and training from a widely dispersed and diverse body of learners. The purpose of this literature review is to conduct a thorough review of the theoretical and empirical work that has been conducted on issues of culture and learning in global e-learning settings and published in the last 6 years.
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Papers by Barbara Kerr
This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the usefulness of current theories regarding the influence of culturally related factors in online learning. A large scale cross-sectional survey was conducted with participants from a large multinational non-governmental agency. This study will help close the gap in the research literature. Specifically it attempts to confirm, clarify and extend our current understanding of the differential appeal of three e-learning designs (e-training, problem-based learning, and virtual classroom) to adult professional in-service learners related to their diverse national and disciplinary cultural backgrounds. This study also includes other variables that might be more significant than, or might mediate the effects of cultural effects. Furthermore, the survey sheds some light on which theoretical cultural characteristics/dimensions seem to account for such observed differential perceptions of the three modes of e-learning.
in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a
global context.
This study investigates: the characteristics of the particular challenges that global learners encounter in an online setting; the ways that cultural and linguistic differences manifest themselves as difficulties and opportunities in global online learning environments and the usefulness of current theories regarding the influence of culturally related factors in online learning. A large scale cross-sectional survey was conducted with participants from a large multinational non-governmental agency. This study will help close the gap in the research literature. Specifically it attempts to confirm, clarify and extend our current understanding of the differential appeal of three e-learning designs (e-training, problem-based learning, and virtual classroom) to adult professional in-service learners related to their diverse national and disciplinary cultural backgrounds. This study also includes other variables that might be more significant than, or might mediate the effects of cultural effects. Furthermore, the survey sheds some light on which theoretical cultural characteristics/dimensions seem to account for such observed differential perceptions of the three modes of e-learning.
in the medical and health care field for several years, and more recently in education, will be used to explore the relationships between cultures and online learning in a
global context.
-
From Tweed to Twitter: popular media and academia
This presentation will look at the evolution of the academic professors’ image in popular media with an emphasis on Hollywood movies. We will examine the journey of the scholar’s persona through the last few decades in popular media and we will also explore the possible reasons for the widespread depictions. Through discussion with the audience, we will explore some questions such as “what does
this image mean for academia and does it matter?” and “can or should this image be managed?”. This session will motivate the audience to think about today’s prevalence and power of popular media and the ability of academia to change public opinion